Drafting the Opening

Overview

In this twentieth lesson of the Procedures and Explanations unit, students move from planning to drafting. They will write an introduction and one explanation paragraph that clearly establishes a topic, orients the reader, and develops one linked cause-and-effect idea. The lesson also consolidates accurate sentence boundaries, homophones and spelling patterns in words ending in -ing.

Learning intentions

• We are learning to draft an introduction that clearly establishes a topic and purpose.
• We are learning to explain one cause-and-effect idea using precise, topic-related vocabulary.
• We are learning to connect ideas into a well-organised paragraph.
• We are learning to use accurate sentence punctuation and spelling, including homophones and -ing patterns.

Success criteria

• I can introduce my topic and help the reader understand what the text will explain.
• I can write a paragraph that links a cause to its consequence using clear connecting words.
• I can use precise vocabulary related to my topic.
• I can check that every sentence begins and ends correctly and that homophones are used accurately.

Curriculum links

• Writing to inform: precise and topic-related vocabulary makes facts and ideas clearer.
• Composition: audience, purpose and language choice—selecting words and phrases that clearly express situations, actions and conditions.
• Composition: sentence structures, grammar and punctuation—applying accurate beginning and ending sentence punctuation.
• Transcription skills: spelling—using homophones correctly for clarity.

Lesson structure (60 minutes)

1. 0–7 min · Hook and purpose. Display an image of a familiar process, such as a puddle drying in sunlight, and open with the hook and learning intention slides. Ask: “What happened, and why?” Students briefly discuss the cause and consequence with a partner, then identify what a reader would need to know at the beginning of an explanation.

2. 7–17 min · Model the opening. Use the model text slides to show a short explanation about why puddles disappear. Read the introduction aloud and identify its topic, purpose and orienting information. Model improving a vague opening such as “Puddles go away” to a clearer version: “After rain, puddles slowly disappear as heat from the sun changes liquid water into water vapour.” Think aloud about precise vocabulary, the audience and the difference between an introduction and a detailed explanation.

3. 17–27 min · Plan one cause-and-effect paragraph. Distribute the Cause and Consequence Organiser and return to the planning instruction and example slides. Students choose their previously planned topic and record one clear cause and its consequence, adding relevant details and vocabulary. Confer with students to ensure the paragraph develops one linked idea rather than listing unrelated facts. Invite two or three students to share a planned cause-and-consequence link.

4. 27–40 min · Guided drafting. Model turning the organiser into a paragraph, including a topic sentence, cause-and-effect connective such as because, when, therefore or as a result, and one or two supporting details. Students draft their introduction and first explanation paragraph on the drafting and checking worksheet. Remind them to write in full sentences, leave spaces, reread each sentence and maintain a formal, informative voice. Circulate and provide short conferences focused on clarity and the logical link between cause and consequence.

5. 40–51 min · Transcription and editing workshop. Display the editing and spelling slides and briefly revise sentence boundaries: a capital letter at the beginning and a full stop, question mark or exclamation mark at the end. Students use the worksheet checklist to check for missing or incorrectly placed punctuation, then complete the spelling check. They underline words ending in -ing, check that the base word has been changed correctly where needed, and circle homophones such as there/their/they’re, to/too/two or your/you’re. Students correct errors in a different coloured pencil.

6. 51–60 min · Partner feedback and exit reflection. Show the feedback prompts on the peer-review and plenary slides. In pairs, students read their writing aloud and respond: “What is the topic?”, “What cause and consequence can you hear?” and “Which precise word helps the explanation?” Each writer makes one improvement. Students finish the worksheet with a brief reflection naming one successful choice and one next step. Collect drafts and use the final minute to share examples of clear openings.

Resources

• the complete drafting lesson slide deck
• the drafting and checking worksheet
• the Cause and Consequence Organiser
• Students’ previous topic plans and research notes
• Exercise books or writing folders
• Pens, pencils and coloured editing pencils
• Board or display screen

Assessment

• During planning, check that each student has identified one logical cause-and-consequence link and suitable topic vocabulary.
• During drafting and conferencing, assess whether the introduction establishes the topic and whether the paragraph develops one connected idea.
• Collect the draft and worksheet. Note sentence-boundary, homophone and -ing spelling patterns to address in the next lesson.

Differentiation

• Provide a small-group model, oral rehearsal and sentence frames such as “This happens because …” and “As a result, …”.
• Allow students who need support to use a familiar topic, a word bank from their research and a reduced target of one strong introduction plus three connected sentences.
• Support EAL learners with labelled visuals, partner discussion before writing and explicit teaching of connectives and topic vocabulary.
• Extend confident writers by asking them to vary sentence openings, combine two related details and ensure the introduction signals the sequence of ideas to come.